English Lesson Planner | Cates TP3

MATTHEW CATES

Cates TP3 - Daily Routine - Elementary level

Cates TP3 - Daily Routine
Elementary level

Description

This lesson will review lexis pertaining to daily routines, such as 'get up,' 'go to bed,' 'have lunch,' 'start work.' We will also do some reading about an actor, Sam Dane, and his life. Then we'll answer questions related to Sam's brief interview, such as what time he gets up, has breakfast, etc. Finally, we'll do some True or False questions, ending with w/c feedback.

Materials

Vocab list

Illustrations of vocabulary

3A - A glamorous life? handout

Vocab list

Illustrations of vocabulary

3A - A glamorous life? handout

Main Aims

To provide reading practice, using daily routine lexis and grammar

Subsidiary Aims

To provide lexis pertaining to daily routine

Procedure (45-45 minutes)

Warmer/Lead-in (5-5 minutes) • To set lesson context and engage students

To engage students with the topic of daily life lexis, I will ask them questions such as, 'what time they woke up today,' 'do they work,' and 'what time to they go to bed.' I will tell them my normal schedule and write it on the board, then write my 'CELTA' schedule.

Exposure (10-10 minutes) • To provide context for the target language through a text or situation

I have prepared some hand drawn materials which I will pass out. They will match the target lexis to the drawings, working in pairs. Then we will review and drill.

Highlighting (4-4 minutes) • To draw students' attention to the target language

I will have them do Exercise 1b on the handout, then we will check understanding.

Controlled Practice of Reading (10-10 minutes) • To concept check and prepare students for more meaningful practice

Now we will do some reading and grammar, Exercise 2a and b. After Ss work through these they can cross-check and then we'll do w/c feedback.

Semi-Controlled Practice (10-10 minutes) • To concept check further via Reading and answering questions

Now they will do Exercise 3, reading the Sam Dane interview and answering questions either True or False. After, they will rewrite all False questions as True questions. Followed by feeback!

Feedback (6-6 minutes) • To provide students with feedback on the work

I will close by asking them if they were surprised about the lifestyle of the actor, and will ask them if they would like to live on his schedule or not. Then I will ask if there are any questions, and introduce David as the next teacher.